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 Preface
We are excited to share this updated and expanded second
edition of Therapeutic Modalities: The Art and Science. We
appreciate the kind remarks regarding the first edition and
the helpful suggestions for improving it.
The use of therapeutic modalities, like clinical practice
in all the health professions, is an art—an art influenced
by experience and tradition as well as by science and the-
ory. It would be easier if using therapeutic modalities were
based entirely on scientific fact, but this is not the case.
When research is inadequate, the clinician must rely on
tradition and experience to guide application. Hence we
have subtitled this textbook The Art and Science.
Clinicians need to understand both the how and the
why of therapeutic modality use to be thinking, decision-
making professionals rather than technicians. Although
there is a theoretical basis for each modality application,
the robustness of the theories varies. Some theories have
a solid science base, whereas others are derived mostly
from tradition. The lack of a scientific basis does not
mean a theory is wrong, but that it might be uncertain.
We have made a great effort to help readers understand
the basis of the theories without overwhelming them
with detail and depth. Studying the development of
various theories will help students sharpen their critical-
thinking skills. Only then will they become profession-
als and have the ability to make proper decisions about
which modality to use when, to keep up with future
developments, and to evaluate intelligently the claims of
manufacturers.
The Audience
This introductory text is intended primarily for under-
graduate students and others new to therapeutic modali-
ties. We feel, however, that the book has much to offer to
graduate students, clinicians, and those who may not be
current with all the latest research and techniques in the
field.
What’s New in this Edition?
• A new chapter, Evidence-Based Medicine, the first
comprehensive work on EBM in the athletic training
literature
vi
Knight&Draper_FM.indd vi
• Extensive revision and expansion of the chapters
on Healing, Pain Principles, Pain Application, and
Massage
• Clarification and minor additions to the chapters
on Record Keeping, Thermotherapy Application,
Cryotherapy Application, Diathermy, and Traction
• Reordering of parts so that Electrotherapy follows
Thermotherapy
• 511 new references, a 65% increase over the 789 refer-
ences in the first edition
• 135 new definitions in the glossary
• Case studies in the Principles chapters that illustrate
how we have clinically applied the principles being
presented
• “Critical Thinking” queries have been retitled as
“Concept Check” to reflect their reality.
• Discovery and learning activities (labs and application
checks) to enhance reader comprehension are now on
a Website rather than in a separate clinical activities
manual.
What has not Changed?
• The most important question ever asked, “Why?”
• Our conversational tone
• Our efforts to tell a complex story in a simple way
• Liberal use of illustrations to illustrate principles—
more than 280 photos, charts, and graphs in this
edition
• Reliance on our extensive clinical and research experi-
ence, research that has been stimulated by clinical ques-
tions and geared to answer those clinical questions
Evidence-Based Medicine
Our efforts to expand the information on evidence-based
medicine (EBM) previously in Chapter 1 lead to a lengthy
new chapter (Chapter 2) with 233 references. We cel-
ebrate the EBM concept and movement, but are dismayed
by the misunderstanding and misinterpretation of it. In
part, misunderstanding is the result of the lack of a sin-
gle source that summarizes the philosophy, development,
and application of evidence in general, as well as evidence-
based medicine. There has been a great effort in athletic
11/10/2012 6:21:54 AM

training, as in all branches of health care, to integrate
EBM into clinical practice. Many of these efforts have been
done in isolation. Without an overriding physiological
understanding of EBM and its related concepts, students
and many clinicians have struggled to fully implement its
concepts.
Our efforts to bring understanding resulted in a more
comprehensive chapter than anticipated. Even we will not
cover all the topics in a therapeutic modalities class, nor
do we anticipate they will be presented in any other sin-
gle class. Yet all of the concepts in this chapter are neces-
sary. They must be assimilated. We suggest they be part
of many, if not all, athletic training didactic and clinical
classes, so the concepts are learned and practiced line
upon line, precept upon precept. Thus this chapter should
be used throughout the curriculum.
Like much of medicine, the principles and practices
of evidence-based medicine are not topics to be merely
learned, rather concepts to be internalized and lived.
Pain
The greatly expanded pain principles chapter includes
discussions of the multidimensional nature of pain per-
ception and differentiates between pain, pain experience,
suffering, disability, and pain tolerance. We have also
developed the concepts of neuropathic pain, idiopathic
pain, learned pain, pain models, and the multitude of fac-
tors used to classify pain. These help in discussing pain
with others who may use different classification systems,
but more importantly they enhance understanding the
neuromatrix theory of pain and therefore how to manage
pain.
Perhaps the most exciting enhancement in these chap-
ters is the concepts of learned pain and mirror therapy. We
have known for years that pain often persists long after the
cause of the pain is healed, but we could not explain why
it occurs. The concept of learned pain provides a physi-
ological mechanism for this phenomenon. Coupled with
understanding the effect of mirror therapy on modulat-
ing phantom limb pain, it gives direction to the concept
of resetting central control, that is, reprogramming of the
brain. Although there may not be an application of mirror
therapy with sports injuries, understanding its concepts
helps manage chronic or persistent pain through resetting
central control.
Knight&Draper_FM.indd vii
Preface vii
References
Our extensive use of references is based on our philosophy
that they are important to a text because they:
• ensure that the material in the text is grounded, and in
agreement with contemporary thinking on the topic.
• direct readers to where they can find additional
information on the topic.
• allow readers to explore in more detail the historical
development of thinking about topics.
Student and Instructor
Resources
Additional resources for students and instructors can be
found on the companion Website at http://thePoint.lww.
com. See the inside front cover of this text for details.
DISCOVERY AND LEARNING ACTIVITIES
Discovery and learning activities (labs and application
checks) are now online rather than in a separate Clinical
Activities manual. This will make it easier to update these
activities, and will allow individual instructors who have
developed their own clinical activities to post them on the
Website for their students, as well as making them avail-
able for students of other universities.
FULL TEXT ONLINE
The fully searchable online e-book is available at the com-
panion Website, http://thePoint.lww.com. Use the code on
the inside front cover to access it.
ADDITIONAL RESOURCES FOR
INSTRUCTORS
We understand the demand on an instructor’s time, so to
help make your job easier, you will have access to Instructor
Resources upon adoption of Therapeutic Modalities: The Art
and Science, Second Edition. The instructor’s resource center
at http://thePoint.lww.com includes the following materials:
• A test generator with approximately 500 multiple
choice, true–false, and fill-in-the-blank questions
• PowerPoint slide presentations
• An image bank that contains all of the figures and tables
from the textbook
11/10/2012 6:21:54 AM
 User’s Guide
Preface

This User’s Guide introduces you to the

many features of Therapeutic Modalities: The Art and
Science. Taking full advantage of these features, you not
only read about therapeutic modalities, you become
engaged in activities that help you learn and put your
knowledge into practice.
The authors have loaded the chapters with features
that help you understand the key points and apply your
new skills in choosing and implementing therapeutic
modalities.

Opening Scenes start each chapter with a short

scenario posing a situation related to the chapter
contents.

Closing Scenes at the end

of the chapter complete the
vignette, helping you see how
content is put into practice.

viii

Knight&Draper_FM.indd viii 11/10/2012 6:21:55 AM

 User’s Guide ix

Modality Myths present common

misunderstandings, and then set the record straight.

Charts, Tables, and Graphs

summarize and serve as a quick
reference to key information.

Concept Check Exercises move you beyond

rote memorization to deepen your understanding
of each chapter.

Knight&Draper_FM.indd ix 11/10/2012 6:22:04 AM

 x User’s Guide

Application Tips give you tips for practice

and understanding.

Original Photographs taken specifically

for this text demonstrate how to perform
many of the techniques.

Five-Step Application Procedure Templates

streamline how you organize the information
needed to apply a modality, helping you quickly
learn new modalities.

Special Topic Boxes

cover a range of interesting
topics such as anecdotes
about great pioneers and
interactions with patients
that illustrate key principles.

Knight&Draper_FM.indd x 11/10/2012 6:22:09 AM

 User’s Guide xi

Special Study Tools

These special study tools enhance your learning and your success of applying therapeutic
modalities in the future.

Reflections are open-ended questions

and tasks at the end of each chapter that
help you apply your skills dealing with
real-world issues.

Review Questions at the end of each

part (with answers in the appendix) help
you assess your knowledge as you progress
through the text.

Case Studies in the final chapter ask you

to apply what you’ve learned by choosing
specific modalities to meet particular patient
needs.

Knight&Draper_FM.indd xi 11/10/2012 6:22:22 AM

 Reviewers
Second Edition Reviewers Barbara Belyea, PT, MS, CSCS
Clinical Associate Professor
Ithaca College
Brian Czajka, MS
Ithaca, New York
Assistant Professor
The University of Michigan
Jay A. Bradley, MEd, LAT, ATC
Ann Arbor, Michigan
Clinical Assistant Professor
IUPUI: Indiana University—Purdue University Indianapolis
Deborah Edmondson, PT, EdD, CWcHP
Indianapolis, Indiana
Academic Coordinator of Clinical Education
Associate Professor
Debbie Bradney, DPE, ATC
Tennessee State University
Program Coordinator for Athletic Training and Exercise
Nashville, Tennessee
Physiology
Assistant Professor
Dennis Fontaine, MS, ATC
Lynchburg College
Clinical Education Coordinator
Lynchburg, Virginia
Merrimack College
North Andover, Massachusetts
Scott Bruce, MS, ATC
Lecturer/Assistant Athletic Trainer
Eric J. Fuchs, DA, ATC, EMT
University of Tennessee at Chattanooga
Director Athletic Training Education Program
Chattanooga, Tennessee
Associate Professor
Eastern Kentucky University
John Burns, MS, ATC, LAT
Richmond, Kentucky
Clinical Education Coordinator
Washburn University
Bonnie M. Goodwin, MESS, BS
Topeka, Kansas
Chair of Health and Sport Sciences Department
Director of Athletic Training Education Program
Mary Carbaugh, SMS, MT, CPFT, SMT
Assistant Professor
Assistant Professor
Capital University
Ivy Tech Community College
Columbus, Ohio
Fort Wayne, Indiana
Michael Scott Zema, MEd, ATC
BC Charles-Liscombe, EdD, ATC
Assistant Professor
Associate Professor
Slippery Rock University
Greensboro College
Slippery Rock, Pennsylvania
Greensboro, North Carolina

Gwen Cleaves, MA, ATC Professional

First Edition Reviewers Clinical Education Coordinator
Kean University
J. C. Andersen, PhD, ATC, PT, SCS Union, New Jersey
Assistant Professor and Director, Athletic Training Program
The University of Tampa Keith A. Clements, ATC/L
Tampa, Florida Head Athletic Trainer—Men’s Athletics
University of Tennessee
Amanda K. Andrews, PhD, ATC Knoxville, Tennessee
Assistant Professor
Troy University Matthew J. Comeau, PhD, LAT, ATC, CSCS
Troy, Alabama Associate Professor
Arkansas State University
Jennifer Austin, PhD, ATC Jonesboro, Arkansas
Assistant Professor
Colby-Sawyer College
New London, New Hampshire

xii

Knight&Draper_FM.indd xii 11/10/2012 6:22:27 AM

 Reviewers xiii

Vincent M. Conroy, PT, DScPT Traci Gearhart, PhD, LAT, ATC

Assistant Professor Assistant Professor
Department of Physical Therapy & Rehabilitation Science Wingate University
University of Maryland School of Medicine Wingate, North Carolina
Baltimore, Maryland
Brian T. Gerry, MS, ATC
Earl R. “Bud” Cooper, EdD, ATC, CSCS Program Director Athletic Training
Associate Professor Augustana College
Georgia College & State University Sioux Falls, South Dakota
Milledgeville, Georgia
Bonnie M. Goodwin, MESS, ATC
Rev. Deacon Carl Cramer, EdD, RKT, ATC, LAT Director, Athletic Training Education Program
Professor Assistant Professor, Assistant Athletic Trainer
Barry University Capital University
Miami Shores, Florida Columbus, Ohio

Jim Crawley, MEd, ATC, PT Hugh W. Harling, EdD, LAT, ATC

Athletic Training Program Director Associate Professor
Dominican College Methodist University
Orangeburg, New York Fayetteville, North Carolina

Alyson Dearie, MS, ATC Dawn Hammerschmidt, MEd, ATC

Clinical Coordinator of Athletic Training Assistant Professor
State University of New York at Cortland Minnesota State University, Moorhead
Cortland, New York Moorhead, Minnesota

Gianluca Del Rossi, PhD, ATC Jerald D. Hawkins, EdD, ATC, FACSM
Assistant Professor Professor
University of South Florida Lander University
Tampa, Florida Greenwood, South Carolina

Amy Everitt, EdD, ATC Jolene M. Henning, EdD, ATC, LAT

Associate Professor Assistant Professor
Salem State College University of North Carolina at Greensboro
Salem, Massachusetts Greensboro, North Carolina

Brian K. Farr, MA, ATC, LAT, CSCS Paul Higgs, MEd, ATC, LAT
Director, Athletic Training Education Program Head Athletic Trainer
The University of Texas at Austin Georgia College and State University
Austin, Texas Milledgeville, Georgia

Xristos K. Gaglias, MA, ATC Bill Holcomb, PhD, ATC

Curriculum Director/Assistant Professor Associate Professor
Athletic Training Education Program University of Nevada, Las Vegas
School of Health, Technology & Management Las Vegas, Nevada
Stony Brook University
Stony Brook, New York Timothy G. Howell, EdD, ATC, CSCS
Assistant Professor
Kara Gange, MAEd, ATC Athletic Training Education Program Director
Instructor Alfred University
North Dakota State University Alfred, New York
Fargo, North Dakota
Tricia J. Hubbard, PhD, ATC
Kevin Gard, DPT, OCS Assistant Professor
Clinical Associate Professor The University of North Carolina at Charlotte
Associate Director Charlotte, North Carolina
Drexel University
Philadelphia, Pennsylvania

Knight&Draper_FM.indd xiii 11/10/2012 6:22:27 AM

 xiv Reviewers

Shawna Jordan, PhD, ATC, LAT Mark A. Merrick, PhD, ATC

Assistant Professor Associate Professor and Director
Athletic Training Education Program Director Division of Athletic Training
Kansas State University The Ohio State University
Manhattan, Kansas Columbus, Ohio

Owen Keller, ATC Angela Mickle, PhD, ATC

Associate Professor Associate Professor
Athletic Trainer Radford University
Ohio Northern University Radford, Virginia
Ada, Ohio
Charles Miller, MS, ATC, CSCS, PES
Robin E. Kennel, MS, LAT, ATC, CSCS Athletic Trainer
ATEP Director/Assistant Athletic Trainer West Liberty State College
Mars Hill College West Liberty, West Virginia
Mars Hill, North Carolina
Matthew Miltenberger, MS, ATC, CSCS
Casey Kohr, MS, PT, ATC, LAT Instructor
Instructor of Athletic Training East Stroudsburg University
Clarke College East Stroudsburg, Pennsylvania
Dubuque, Iowa
Kyle Momsen, MA, ATC
Mark Lafave, PhD (ABD), MSc, CAT(C) ATEP Clinical Education Coordinator
Department Chair and Instructor Gustavus Adolphus College
Mount Royal College St. Peter, Minnesota
Calgary, Alberta
Brad Montgomery, MAT, ATC
Rifat Latifi, MD, FACS Head Athletic Trainer/Instructor
Professor of Clinical Surgery The University of West Alabama
The University of Arizona College of Medicine Livingston, Alabama
Tucson, Arizona
Patricia Morganroth, MSN, RN, CDE
Christine A. Lauber, EdD, LAT, ATC Program Chair—Health and Fitness
Associate Professor Cincinnati State Technical and Community College
University of Indianapolis Cincinnati, Ohio
Indianapolis, Indiana
Christopher W. O’Brien, MS, ATC
Barbara H. Long, MS, VATL, ATC Athletic Training Education Program Director
Chair, Health and Exercise Science Assistant Professor of Health and Physical Education
Bridgewater College Marywood University
Bridgewater, Virginia Scranton, Pennsylvania

Susan Lowe, PT, DPT, MS, GCS Matthew S. O’Brien, PhD, ATC
Associate Clinical Professor Assistant Professor
Northeastern University Oklahoma State University
Boston, Massachusetts Stillwater, Oklahoma

William T. Lyons, MS, ATC Kim O’Connell-Brock, MS, ATC/L

Director of Athletic Training Education Assistant Director, ATEP
University of Wyoming New Mexico State University
Laramie, Wyoming Las Cruces, New Mexico

Brendon P. McDermott, MS, ATC Gretchen D. Oliver, PhD, ATC

Laboratory Instructor/Research Assistant Assistant Professor
University of Connecticut University of Arkansas
Storrs, Connecticut Fayetteville, Arizona

Tsega A. Mehreteab, PT, MS, DPT Robert W. Pettitt, PhD, ATC, CSCS
Clinical Professor Program Director, Athletic Training
New York University California State University, Fresno
New York, New York Fresno, California

Knight&Draper_FM.indd xiv 11/10/2012 6:22:28 AM

 Reviewers xv

Roberta L. Pohlman, PhD Lorna R. Strong, MS, ATC, LAT

Associate Professor Instructor
Wright State University West Texas A&M University
Dayton, Ohio Canyon, Texas

Kristyn Powell-Holmes, MS Jeff Sullivan, PhD, ATC

Department Head Associate Professor/Director of Rehabilitation
Utah Career College Point Loma Nazarene University
West Jordan, Utah San Diego, California

Kris Ring, MS, ATC, LAT Scott Sunderland, MS, ATC

Head Athletic Trainer/Lecturer Head Certified Athletic Trainer/Assistant Adjunct Professor
Texas Woman’s University Knox College
Denton, Texas Galesburg, Illinois

Jeffrey J. Roberts, MS, ATC, NASM-PES Derek Suranie, MEd, ATC

Clinical Coordinator of Athletic Training Assistant Professor
San Jose State University North Georgia College & State University
San Jose, California Dahlonega, Georgia

Mack D. Rubley, PhD, ATC, CSCS Erik E. Swartz, PhD, ATC

Associate Professor Associate Professor and Clinical Coordinator
Director, Athletic Training Education Program Athletic Training Education Program, Department of
University of Nevada, Las Vegas Kinesiology
Las Vegas, Nevada University of New Hampshire
Durham, New Hampshire
Chris Schmidt, PhD, ATC
Assistant Professor LesLee Taylor, PhD, ATC, LAT
Azusa Pacific University Assistant Professor
Azusa, California Texas Tech University Health Sciences Center
Lubbock, Texas
Lisa Schniepp, MA, ATC
Athletic Trainer/Instructor Adam J. Thompson, PhD, ATC, LAT
University of Nebraska at Omaha Associate Professor
Omaha, Nebraska Indiana Wesleyan University
Marion, Indiana
Chris Schommer, MEd, ATC
Program Coordinator Athletic Training Brian Udermann, PhD, ATC, FACSM
Bowling Green State University Associate Professor
Bowling Green, Ohio University of Wisconsin—La Crosse
La Crosse, Wisconsin
Kent Scriber, EdD, ATC, PT
Professor Heather L. VanOpdorp, MSEd, ATC
Department of Exercise and Sport Sciences Instructor/Athletic Training Room Coordinator
Ithaca College University of Tampa
Ithaca, New York Tampa, Florida

Carlyn Sikes, MFA, E-RYT Ben Velasquez, DA, ATC, LAT

Faculty Associate Professor
Scottsdale Community College University of Southern Mississippi
Scottsdale, Arizona Hattiesburg, Mississippi

Veronica Southard, PT, DHSc, GCS Gary Ward, MS, ATC, PT

Associate Professor Assistant Professor and Program Director
New York Institute of Technology Department of Sports Medicine and Athletic Training
Old Westbury, New York Missouri State University
Springfield, Missouri
Robert Stow, PhD, ATC, CSCS
Assistant Professor, Director—Athletic Training Education
University of Wisconsin—Eau Claire
Eau Claire, Wisconsin

Knight&Draper_FM.indd xv 11/10/2012 6:22:28 AM

 xvi Reviewers

Scot A. Ward, MS, ATC Jackie Williams, PhD, LAT, ATC

Clinical Coordinator/Athletic Trainer Director of Athletic Training Education
Keene State College University of Idaho
Keene, New Hampshire Moscow, Idaho

Tony Ward, MS, ATC, LAT Scott Woken, MA, ATC

Assistant Professor Director of Sports Medicine
Director North Dakota State University
Athletic Training Education Program Fargo, North Dakota
Shawnee State University
Portsmouth, Ohio Michael Scott Zema, MEd, ATC
Assistant Professor/Football Athletic Trainer
Susie Wehring, MS, ATC, LAT Slippery Rock University of Pennsylvania
Associate Professor Slippery Rock, Pennsylvania
Loras College
Dubuque, Iowa

Chuck Whedon, MS, ATC, CSCS

Coordinator of Athletic Training Services
Instructor, Health and Exercise Science
Rowan University
Glassboro, New Jersey

Knight&Draper_FM.indd xvi 11/10/2012 6:22:28 AM

 Contents
PART I: IN PERSPECTIVE

1 THERAPEUTIC MODALITIES: WHAT THEY ARE AND WHY THEY ARE USED 2
Defining and Classifying Therapeutic Modalities 3
Maximizing the Effectiveness of Therapeutic Modalities 4
Selecting a Therapeutic Modality 5
Rehabilitation and Therapeutic Modalities 5
A Systems Approach to Rehabilitation 7
The Psychology of Rehabilitation 13
Preparation for Using Therapeutic Modalities 15

2 EVIDENCE-BASED PRACTICE 19
The Philosophy of Evidence-Based Medicine 20
Clinical Decision Making 23
Principles of Evidence-Based Medicine 25
Evidence 25
Generating Evidence for Evidence-Based Practice 27
Synthesizing Evidence-Based Medical Data 31
Laboratory to the Bedside: Using Evidence 39
Application of Evidence-Based Medicine 44
Impediments to Evidence-Based Practice 44
Becoming an Evidence-Based Practitioner, Revisited 45

3 GENERAL APPLICATION PROCEDURES 56

Application Approaches 57
The Five-Step Application Procedure 58

4 INJURY RECORD KEEPING 62

Record Keeping 63
The Purpose of Keeping Records 63
Using Records and Forms 64
Record Use and Abuse 67
Review Questions 70

PART II: ORTHOPEDIC INJURY, IMMEDIATE CARE,

AND HEALING

5 TISSUE RESPONSE TO INJURY: INFLAMMATION, SWELLING, AND EDEMA 74

The Inflammatory Response 75
An Acute Orthopedic Injury Model 80
Secondary Injury 83
Swelling: Hemorrhaging and Edema 85
xvii

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 xviii Contents

6 IMMEDIATE CARE OF ACUTE ORTHOPEDIC INJURIES 90

RICES: The Prescription for Immediate Care 91
The Theoretical Basis for RICES 93
The Physics and Physiology of Cryotherapy 99
Cryotherapy Application Principles 103
Compression Application Principles 111
Contraindications and Precautions to RICES 112
Electrical Stimulation During Immediate Care 113
Application of RICES 114
The Use of Crutches 116
Medicated Ice for Abrasions 118

7 THE HEALING PROCESS 124

The Repair of Injured Tissue 125
The Phases of Repair 125
Healing Modifiers 129
Review Questions 133

PART III: PAIN AND ORTHOPEDIC INJURIES

8 UNDERSTANDING PAIN AND ITS RELATIONSHIP TO INJURY 136

What Is Pain? 137
Pain Basics: The Language of Pain 138
Theories About Pain 147
Drugs, Endogenous Chemicals, and Pain Relief 149
Pain Perception 150
Post-Gate Pain Theories 152
More Language of Pain: Types/Classification 154
Pain Management 156

9 RELIEVING ORTHOPEDIC INJURY PAIN 163

The Philosophy and Principles of Pain Relief 164
Sources of Orthopedic Injury Pain 166
The Placebo Effect and Pain Relief 167
Use a Variety of Techniques 168
Tools for Relieving Pain 169
Monitoring and Assessing Pain Relief During Rehabilitation 172
Review Questions 178

PART IV: THERAPEUTIC HEAT AND COLD

10 PRINCIPLES OF HEAT FOR THERMOTHERAPY 182

Defining Thermotherapy 183
Transferring Heat to and from the Body 183
The Therapeutic Use of Heat 186
Radiation and Electromagnetic Waves 187

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 Contents xix

Thermal Effects of Electromagnetic Waves 190

Applying Radiation 190
Acoustic Waves 192

11 SUPERFICIAL THERMOTHERAPY APPLICATION 194

Superficial Thermotherapy 195
Whirlpool Application 196
Hot Pack Application 199
Paraffin Bath Application 203
Do Not Apply Infrared Lamps 205
Other Superficial Heating Devices 205

12 CRYOTHERAPY BEYOND IMMEDIATE CARE 211

Cryotherapy: Not Just Immediate Care 212
The Physiological Effects of Cold Application 214
Cold-Induced Vasodilation: Facts and Fallacies 216
Heat Versus Cold: When and Why 225
Cryotherapeutic Techniques for Transition and Subacute Care 227
Recovery Cryotherapy 228
Comparing Heat and Cold for Rehabilitation 230

13 CRYOTHERAPY APPLICATION FOR POST-IMMEDIATE CARE 236

Transition and Subacute Care Cryotherapy Techniques 237
Application of Cryokinetics for Joint Sprains 239
Application of Cryostretch for Muscle Injuries 245
Application of Combined Cryostretch and Cryokinetics 247
Application of Connective Tissue Stretch 247
Application of Lymphedema Pumps 248

14 THERAPEUTIC ULTRASOUND 252

Introducing Therapeutic Ultrasound 253
Clinical Therapeutic Ultrasound 253
Components of an Ultrasound Device 254
The Physics of Ultrasound 256
Treatment Parameters 261
Application Techniques 265
Recording Treatment Parameters 267
Thermal Effects 267
Nonthermal Effects 268
Clinical Applications of Therapeutic Ultrasound 268
Phonophoresis 273
Using Ultrasound and Other Modalities Collectively 274
Treatment Precautions and Concerns 275
Challenges to the Efficacy of Therapeutic Ultrasound 276
Application of Therapeutic Ultrasound 277

15 DIATHERMY 283
Introducing Diathermy 284
Types of Diathermy 284
Continuous and Pulsed Shortwave Diathermy 287

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 xx Contents

Physiological Effects of Diathermy 289

Optimal Tissue Temperatures 290
Treatment Time 290
Clinical Applications of Shortwave Diathermy 291
Diathermy Treatment Contraindications and Precautions 293
Advantages of PSWD over Ultrasound 297
Application of Diathermy 298
Review Questions 303

PART V: ELECTROTHERAPY

16 PRINCIPLES OF ELECTRICITY FOR ELECTROTHERAPY 310

A Common Language 311
The Basics of Electricity 311
Electrical Equipment 313
The Generation of Electricity 315
Output Current Characteristics 318
Tissue Responses to Electrical Stimulation 321
Therapeutic Uses of Electrical Stimulation 328

17 APPLICATION PROCEDURES: ELECTROTHERAPY 332

Electrotherapy Applications: An Overview 333
Transcutaneous Electrical Nerve Stimulation for Pain Relief 334
Application of Transcutaneous Electrical Nerve Stimulation 336
Interferential Current Therapy for Pain Relief 339
Application of Interferential Current Therapy 342
Neuromuscular Electrical Stimulation 345
Application of Neuromuscular Electrical Stimulation 347
Iontophoresis for Transcutaneous Drug Delivery 350
Benefits of Iontophoresis 350
Application of Iontophoresis for Transcutaneous Drug Delivery 353
High-Volt Pulsed Current Stimulation for Wound Healing 355
Application of High-Volt Pulsed Current Stimulation 358
Microcurrent Electrical Nerve Stimulation 360
Review Questions 365

PART VI: OTHER MODALITIES

18 THERAPEUTIC MASSAGE 368

Massage as a Therapeutic Modality 369
Massage Therapy: What Is It? 369
Facts and Misconceptions About Massage 370
Indications and Contraindications 372
Therapeutic Massage Versus a Rubdown 372
Common Massage Strokes Used in Basic (Swedish) Massage 372
Myofascial Release 376

Knight&Draper_FM.indd xx 11/10/2012 6:22:28 AM

 Contents xxi

Sports Massage 377

Massage Lubricants 377
Application of Therapeutic Massage 378

19 SPINAL TRACTION 382

Cervical Pain and Lumbar Pain 383
The Intervertebral Disk 383
Traction as a Therapeutic Modality 384
The Physiological Effects of Traction 384
Guidelines Prior to Applying Traction 385
Indications for Traction 385
Contraindications for Traction 386
Commonly Used Traction Devices 386
Cervical Traction 386
Lumbar Traction 388
Treatment Parameters 392
Application of Spinal Traction 394

20 LASER AND LIGHT THERAPY by Kenneth L. Knight and Ty Hopkins 399

Light Therapy 400
Characteristics of Lasers 400
Characteristics of LEDs and SLDs 404
Lasers in Medicine 405
Treatment Parameters 407
Application of Light Therapy 410
Ultraviolet Radiation 411
Review Questions 414

PART VII: PUTTING IT ALL TOGETHER

21 DIFFERENTIAL APPLICATION OF THERAPEUTIC MODALITIES 418

Differential Application of Modalities 419
Limiting Factors to Therapeutic Modality Use 422

22 CASE STUDIES USING THERAPEUTIC MODALITIES 428

Clinical Case Studies 429
Possible Treatment Regimens 430
Review Questions 435

APPENDIX A: ANSWERS TO REVIEW QUESTIONS 436

GLOSSARY 438
INDEX 460

Knight&Draper_FM.indd xxi 11/10/2012 6:22:29 AM

Knight&Draper_FM.indd xxii 11/10/2012 6:22:29 AM
 Part I
In Perspective

W hat are therapeutic modalities?

Why are they used? How do
they relate to therapeutic exercise? How do you know what therapeutic modality to use and when
to use it? What is evidence-based practice? The objective of Part I is to answer these questions and
thus establish an overall perspective for therapeutic modality use. We define therapeutic modalities
and help you understand their place in orthopedic injury management and explain how they relate
to total rehabilitation. We discuss the concept of medical practice, why it must be based on the
best scientific evidence available, and how to acquire such evidence. We then present a rationale
for using a standardized systems approach to therapeutic modality application. Finally, we present
a case for proper record keeping, indicating how doing so can strengthen both the efficacy of your
treatments and the quality of your health care. Thus Part I is a foundation for the rest of the book.
The material in chapter 2, Evidence-Based Practice, is much more in-depth than will be covered
in a typical therapeutic modalities class. There is, however, no other source in the athletic training
literature with an extensive, over-all treatment of evidence-based medicine and practice. As a result,
many have a confused and/or incomplete understanding of the concept. We feel this comprehensive
treatment of the topic will help reduce that confusion.
Evidence-based medicine should be part of most, if not every, every athletic training curriculum
class. We recommend that the history and basic concepts be introduced early in the curriculum and
additional aspects be taught in subsequent classes, using this chapter as the text for the units in
those additional classes.

PART I CONSISTS OF FOUR CHAPTERS:

1 Therapeutic Modalities: What They Are and
Why They Are Used
2 Evidence-Based Practice
3 General Application Procedures
4 Injury Record Keeping

Knight&Draper_Chap01.indd 1 11/10/2012 4:49:55 AM

 1
Therapeutic Modalities:
What They Are and Why They Are Used
Chapter Outline
Defining and Classifying Therapeutic
Modalities
Maximizing the Effectiveness of Therapeutic
Modalities
Art and Science
Knobology
Application: Evidence Versus Opinion, Rumor
Versus Reality, Fact Versus Fiction
Clinical Decision Making
Selecting a Therapeutic Modality
Whose Decision?
Selection Criteria
OPENING SCENE
FIGURE 1.1 You can get the job done
with the wrong tool, but it takes longer
and the result might not be as successful.
Knight&Draper_Chap01.indd 2
Rehabilitation and Therapeutic Modalities
Rehabilitation Defined
Four Erroneous Concepts About Rehabilitation
A Systems Approach to Rehabilitation
Twelve Principles of Orthopedic Injury
Rehabilitation
The 10 Core Goals of Orthopedic Injury
Rehabilitation
The Psychology of Rehabilitation
Preparation for Using Therapeutic Modalities
A father enlisted his young son to help remove a small dead
tree from their yard. The eager boy got a small hatchet
from the garage and began feverishly chopping away at
tree limbs (Fig. 1.1). Although he worked very hard, his
progress was slow. The father appeared with a power saw
and quickly cut off the limbs and trunk. He said, “Son, it’s
important to work hard—but it’s even more important to
work smart. We could use that little hatchet and work hard
all day chopping up these limbs, or we can work smart and
use the right tool to finish the job in just minutes.”
11/10/2012 4:50:12 AM
Another random document with
no related content on Scribd:
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—— (022) Beiträge zur Kenntniss Mesozoischen Cycadophyten. Ibid.
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Saxelby, E. M. (08) The origin of the roots in Lycopodium Selago.
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—— (07) The present position of Palaeozoic botany. Progressus Rei
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—— (09) Ibid. Vol. ii.
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Sellards, E. H. (00) A new genus of ferns from the Permian of
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